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UNIVERSAL TEST 



FOB 



STRENGTH, SPEED AND ENDURANCE 



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OF TULUa 



HUMAN BODY 

(ILLUSTRATED) 



BY 



DUDLEY ALLEN SARGENT, M.D., S.D. 

DiBECTOK HeMENWAY GYMNASIUM 

Habvabd Univebsity 



CAMBRIDGE, MASS. 



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UNIVERSAL TEST 



FOR 



STRENGTH, SPEED AND ENDURANCE 



OF THE 



HUMAN BODY 

(ILLUSTRATED^ 



BY 



DUDLEY ALLEN SARGENT, M.D., S.D. 

Director Hemenway Gymnasium 

Harvard University 






«.. > »'.' . '. ». 



CAMlHilDGE, MASS. 






CONGRESS, 
One Copy Received 

FEB. 4 1903 

Copyright entry 
CLASS CUXXc. No. 

copy B. 



Copyright 1902 

BY 

Dudley Allen Sargent 



• ■ • 



•-• •-• 



A Universal Test for Strength, Speed and 

Endurance. 

/^~AN the floor of the Hemenway Gymnasium at Harvard 
^-^^ University there are a variety of iron weights, bar-bells 
and dumb-bells, used by the students in the practice of strength- 
giving exercises. If during the summer months, when the 
gymnasium is open to the public, you should watch the move- 
ments of the different groups of visitors as they pass before 
these weights, you would be surprised to see how universally 
prevalent are the instincts of imitation and emulation. If one 
person tries to lift a weight, another almost invariably tries 
to do the same thing, until man, woman and child have tested 
their respective abilities in this direction. The same observa- 
tion in regard to the use of the dynamometers, spirometers, and 
other testing instruments and pieces of apparatus at the gym- 
nasium, would be true. Most persons will readily recall other 
exercises or tests which easily arouse the spirit of emulation and 
physical rivalry. Gross says: ''To lift a heavier weight, to 
throw further, to run faster, to jump higher, to make a top 
spin longer, to stay longer under water, to shoot higher, further, 
and with better aim than his comrades can, is the burning wish 
of every childish heart." In order to see the same enthusiastic 
rivalry in physical prowess exhibited by adults, we must turn 
to the half -civilized peoples to whom such acquirements are of 
surpassing value in the struggle of life. Although ability to 
run, jump, swim, and hurl weights is no longer so much a 



■matter of life and death as in primitive times, the organic 
■quahties acquired by the practice of these exercises are of the 
greatest service in preparing young men for the struggles and 
trials of a business or professional career; hence the attention 
given to athletics in modern education. But the great defect 
of present-day athletics is that they are pursued too much as 
■ends in themselves, rather than as means to an end — where that 
■end is the invigoration and improvement of the entire organism. 
It is not of the slightest importance that one man is able to 
outrun, outrow or outjump some other man, unless he intends 
to engage in an occupation requiring these exercises, or unless 
he intends to become a professional runner, oarsman or jumper. 
Think of a full-grown man deliberately knocking a ball out into 
a field and then trying to find it ; or of another hitting a ball 
over a net in order that some one may hit it back to him ; or 
<of a lot of men chasing a bigger ball up and down a field, 
and jumping all over the man who happens to get temporary 
possession of it. These pursuits, as ends in themselves, seem 
absurd ; and yet, those who excel in them receive the praise 
and adulation of their comrades, attain a certain social prestige 
in the community at large, and a much-sought public reputa- 
tion. Why.'* Because we recognize in the champions of these 
various sports and pastimes those virile qualities that have 
brought man to his present high estate. Strength, courage, 
skill, alertness, self-control, perseverance, endurance, and many 
other valuable qualities, are back of all our athletic sports and 
games. When we take off our hats to victorious athletes we 
are cheering instinctively for better blood, bones and muscles, 
tetter hearts, lungs and brains. These are possessions, which 



5 

we must needs develop and perpetuate, if we would keep off 
disease and enhance the joy of living. Physical perfection, for 
its own sake, is something worthy of a struggle, and whatever 
helps us to the valued possession, is worthy of our careful 
attention. I have been so much impressed by the superior 
physical qualities of the student athletes who are training for 
the teams, or preparing for the strength contest, or trying to 
improve their development over their comrades who take their 
exercise irregularly and without any definite object in view, 
that I have long wished that something might be done to infuse 
into this kind of men the ambition and spirit of the athletes. 
If you ask most men why they do not exercise regularly and 
systematically, they say that they have not the time, or that 
it is too much trouble, or that they lack an incentive. If they 
live in the city, the gymnasium, the park or the open fields 
are too far away, and the athletic clubs are too expensive. If 
they live in the country, there is no one nearby with whom 
to play or compete. If they are in school or college, regular 
practice on the athletic teams is confined to the members or 
men sufficiently skilled to be candidates. In all the different 
phases of sedentary life the excuses for not exercising are many 
and various. Perhaps that which is used in most cases, is the 
want of an incentive. ^ 

In order to stimulate a greater interest in general exercise 
among college students, some five years ago an intercollegiate 
strength test was established. This gave an opportunity for 
a large number of college students to compete with each other, 
and has done much to raise the standard of strength and effi- 
ciency in the colleges participating. 



One great objection to the present intercollegiate strength 
test is the expense of the dynamometers and other instruments 
and apparatus used in making it. The other objections are 
the great strain brought to bear in the lifting test upon small 
groups of muscles, and the increased blood pressure caused by 
holding the breath during the effort of lifting. The first ob- 
jection restricts the use of the tQst to a few colleges and institu- 
tions rich enough to afford the necessary instruments and 
apparatus. The local strain required by the lifting and the 
"dipping" and ''chinning," exclude most women and the youth 
of both sexes from the test, as well as many men who would 
profit greatly by being able to compare their strength and 
physical efficiency with others. 

I think a more serious objection to the present test is, that if 
solely relied upon, it does not try the heart and lungs sufficiently 
to afford a good test of endurance. Undoubtedly, the com- 
monest factor required in all forms of physical acti\dty, as well 
\J as in all forms of athletics and gymnastics, is strength. The 
loss of it is the first thing we notice when we are ill ; the re- 
turn of it is the first thing we notice as we recover. The next 
most common factor is speed, — quickness, or the ability to 
accomplish the greatest amount of work in the shortest period 
of time. The quality which is most desired, though the least 
often attained, is endurance, or the power to continue strong 
efforts at the highest speed for a given period of time, so that 
the greatest total amount of work may be done. 

In trying to meet the several objections to which I have 
referred, and devise a test which will at once be more economical 
less straining, and, consequently, more universal in its application. 



7 

I have settled upon the following series of exercises, which, in 
addition to being a test for strength, will also furnish a test for 
speed and endurance. The result of the combined tests is 
termed physical efficiency. 

Reasons for Making Tests of Strength, 
Endurance, etc. 

Many reasons given for measuring the human body, hold as 
well for tests of the capacity of the body for physical effort. All 
earnest teachers of physical training desire some standard or 
method by which to determine the effect of their instruction 
upon the individual pupil. Measurements, alone, do not supply 
the necessary information, because too many internal factors are 
involved. There is in every man an unknown equation which 
makes for power, that can only be discovered by an actual test. 
The pupil himself wants to know what compensation he is getting 
for his hard work. Learning a drill, playing a game, exercising 
for health or for physical development, — all have their immedi- 
ate attractions, and appeal to many as sufficient inducement for 
putting forth effort. But after awhile all grow wearisome and 
monotonous, and then the spur that stimulates one's flagging 
energies is the consciousness of a gain in physical power, — 
power that may be used to further one's interests and enjoyments 
in other pursuits, and the ability to do and endure. Nothing is 
more encouraging ; nothing is more worth striving for. 

Such an all-round test of muscular power, nervous force and 
functional activity as we herein describe, could be made applic- 
able to various problems and conditions of life. 



8 

It could be used to determine the physical ability of different 
races and peoples. 

It could be used to ascertain the influences of different 
climates and seasons, and the effects of sea, country, city or 
mountain life upon one's physical efficiency. 

It could be used to trace the modifying influence of age, sex, 
occupation, habits, nurture, etc. 

It could be employed to determine the effect of school, shop 
and factory life, and the various forms of industries. 

The physical effects of all kinds of athletics, and the different 
systems of gymnastics, could be determined by such a uniform 
test of all-round ability. 

The physical deficiency of persons who are in any way de- 
fective or undeveloped, may be gauged by comparing their tests, 
with those of the same age, sex, etc., who are in a normal con- 
dition of health and strength. 

The physical qualities of those best suited for the army, navy, 
police and fire departments, and various forms of civil service,, 
could also be ascertained by such a test. 

Desirability of a Uniform Test. 

In order that one person may be compared with another in 
height and weight, or in any other physical measurement, it is 
necessary that the same standard of weighing and measuring be 
maintained. Likewise, in order to compare one person with 
another in physical power and efficiency, it is necessary that the 
same standard of testing be constant. To-day much of the 
scientific interest in various forms of athletics, as far as they 
indicate physical ability, is lost, because there is no means of 



comparing not only the modern with the ancient athlete, but the 
athlete of the present day with the one of twenty-five years ago. 
Improvement in apparatus, in the construction of boats, oars, 
balls, bats, hammers, shots, vaulting-poles, bicycles, and even 
the surface of tracks, to say nothing of the changes and im- 
provements in rules and regulations governing contests and the 
different modes of training, make it very difficult to judge of 
the difference, if any, in the physical condition of men of the 
present day from those of the near or remote past by athletic 
performances alone. 

The feats of many of the so-called strong men are robbed of 
half of their value when one learns ''how the trick is done. " 
A little knowledge of animal mechanics and the laws of lever- 
age, shows the ease of many seemingly wonderful performances. 
Each of the representative strong men has special feats which 
are peculiar to himself, and it is exceedingly difficult to get any 
one of these men to try the specialty of another, or to take a 
strength test according to the intercollegiate standard. I have 
learned to look with doubt upon the claims and pretensions of 
any so-called strong man who is unwilling to be tested by a 
standard which is open and above-board, and common to the 
greatest number of people. The best criterion a person has is 
himself. A feat which can be performed by two men, arouses 
in both more interest than one which only one of the men can 
do. A field for comparison is afforded, whereby each man may 
be awakened, both to his own abilities and to an appreciation of 
those of the other. So it is, that a physical test which could be 
taken by nearly every one, would better call forth an appreciation 
of marked abilities than one which could be practiced and was 
understood by a comparatively few individuals. 



lO 



Advantages of the New Test. 

Some of the advantages of the test which I herein describe 
are as follows : 

The test is extremely simple, consisting of a few exercises 
with which nearly every one is somewhat familiar. 

It requires little or no apparatus. 

It brings into action all of the large groups of muscles in 
both trunk and limbs. 

It does not subject any one group of muscles to a severe 
strain. 

It furnishes an exercise and a test for the heart, lungs and 
nervous system, as well as the muscular system. 

It is a test in which the effect of "knack," "trick," varia- 
tions in instruments, etc., have been reduced to a minimum. 

It is a test that may be tried at any time anywhere, thus 
determining the effect of local conditions. 

As it can be easily carried on by trustworthy assistants or 
clerks, it is a test that does not require expert supervision. 

It is a test that may be practiced b}^ those who are well, 
without fear of strain or injury, as the exercises bring into 
action in a natural way the large groups of muscles which 
should be used for health's sake in the employments of every- 
day life. 

Finally, it is a test that should appeal to the teachers of 
physical training and gymnastics, because it is a test of the 
efficiency of the exercises which they are using, and should 
likewise furnish an incentive to the pupils to make earnest, 
conscientious efforts in their daily practice. 



1 1 
Exercises Selected. 

The exercises selected for the universal test for strength, 
speed and endurance are as follows : 

No. I. Exercise for the abdominal muscles: "Elbows to 
knees. " 

No. 2. Exercise for the arms and back : " Pull up. " 

No. 3. Exercise for the arms and chest : ''Push up. " 

No. 4. Exercise for the extensors of the back and ham- 
string muscles : " Fingers to floor. " 

No. 5. Exercise for the lower leg or calf muscles: ''Rise 
on toes. " 

No. 6. Exercise for the muscles of the thighs : "Sit on 

heels. " 

First Exercise. 

Directions. — Lie in a horizontal position upon the floor, 
with arms flexed and finger-points touching the top of the 

shoulders, as shown 
in Fig. I. Bring the 
body up to a position 
so that the elbows 
Fig. I. will touch the knees, 

keeping the legs as straight as possible, and the fingers still 
touching the top of the shoulders, as shown in Fig. II. In this 
exercise the feet may be placed under a table, lounge, chair, or 
any article of furniture that will assist in keeping them down 
during the exercise. A foot-rest or a strip of cloth or leather 
fastened to the floor may be used, as shown in the illustrations 
(Figs. I and II). Mattresses, rugs, carpets or cushions are also 
permissible as coverings for the floor and supports for the body. 




12 




Fig. II 



provided they do not change the horizontal position of the 
body. As a matter of practice, — not a test, — this exercise 
may be taken mornings in bed, the 
feet being kept down by the weight 
of the bed-ciothes, rolled to the foot 
of the bed. 

Caution. — In order that the re- 
sults of this exercise may be ac- 
cepted in making up the total for the 
test, it will be necessary for the person to keep the knee-joint 
as close to the floor as possible; to touch the knees with the 
elbows in every forward movement ; to keep the fingers on the 
shoulders, and to see that the shoulders touch the floor, mat or 
covering after each forward flexion of the body. The upper 
arms and elbows may touch the floor, also, on the downward 
movement, in order to relieve the constriction of the chest. 

Groups of muscles icsed. — Tais exercise brings into action 
the muscles of the abdomen, the deep-seated muscles anterior 
to the spine, and the flexors of the thighs. 

Second Exercise. 

r " ' Support a wooden stick, 

or wand, about thirty-six 
inches long and one inch 
in diameter, from the 
backs of two chairs placed '' 
about twenty-four inches 
apart, so that the wand is 
about thirty inches from 
the floor, or just high 
Fig. III. enough to allow the body 




13 



to clear the floor when supported at arms'-length, as shown in 
Fig. III. A bar supported on a frame between the jambs of a 
door, or in any other way, will be acceptable, providing it is. 
stationary and not above the specified height. 

Directions. — Grasp 
the bar with palms 
toward the face,'"' arms 
fully stretched, body 
held horizontal on a line 
with the thighs, and 
legs bent at an angle 
so that the feet are 
directly under the 
knees, as shown in Fig. Fig. IV. 

III. While maintaining this position, pull with the arms until 
the chest touches the bar. (See Fig. IV.) 

Caution. — -Do not try to ''chin yourself" or to assist your- 
self with the legs, but do the work with the arms and back, 
holding the body and thighs straight, as described above. 

Groups of muscles used. — This exercise brings into action 
the flexor muscles of the fingers, wrists, fore -arms (biceps, etc.), 
and also the muscles on the posterior part of shoulders, shoulder- 
blades and upper back. 

Third Exercise. 

Directions. — Lie on the floor face downward, body in a line^ 
with the thighs, and legs bent at right angles. Let the hands 




*If the bar is free to turn, one hand may grasp it with palm toward the face, 
and the other with the back of the hand toward the face. In this way the bar may 
be kept from turning. In practice, however, the grasp of each hand should be 
frequently reversed. 



14 




rest upon two blocks of 
wood, or two books, about 
four inches thick, as shown 
in Fig. V. The hands 
should be placed from six- 
YiG. V. teen to twenty-six inches 

apart, according to the size of the person. Maintaining this same 
relative position of body and legs, push the weight up by the arms 
until they are straight or fully extended, as shown in Fig. VI ; 
then lower the body until the chin is on a level with the 
top surface of the wooden blocks or books, and continue the 
exercise. 

Caittion. — Do not straighten the arms by hollowing the 
back and raising the weight of the head and shoulders only, and 
do not try to assist your- 
self by elevating the lower 
part of the back so as to 
throw more weight on to the 
knees, but keep the body 

stiff and in line with the , ^^^^ ^ 

thighs, pivoting at the tc^HHr ^— '-^iH^ 

knees only. In this exer- 
cise a padded carpet, mattress, pillow or cushion may be placed 
under the knees, and it is advisable to spread a piece of cloth or 
newspaper on the floor in front of the face, so that no dust or 
dirt may be inhaled during the downward movement. 

Groups of muscles used. — This exercise brings into action 
the extensor muscles of the fore-arm (triceps, etc.), and the mus- 
cles of anterior shoulders, chest and abdomen. 




15 




Fourth Exercise. 
Directions. — Stand with feet about twelve inches apart, 

trunk bent well forward, legs straight as possible, and arms ex- 
tended so that the backs of the fingers 
touch the floor just back of a real or 
imaginary line drawn between the heels. 
(See Fig. VII.) 

From this position swing the arms 
directly forward until they are in line 
with the body ; then bend at the hips, 
bringing the body through the vertical 

position, finishing the exercise with the body bent backward and 

fingers clenched well above the head, as 

shown in Fig. VIII. 

Caution. — In taking this exercise care 

should be taken to see that the legs are 

kept as straight as possible, and that the 

arms are straightened rigidly overhead and 

kept on a line with the body. The back 

may be bent as far forward as necessary, to 

enable the fingers to touch the line behind 

the heels. 

Groups of muscles used. — This exer- 
cise brings into powerful action the ex- 
tensor muscles of the back, the gluteal 

muscles, and the ham-string muscles on 

the back of the thighs. 

Fifth Exercise. 

Directions. — Stand upon the heels with the toes raised 

from the floor, as in Fig. IX. Now rise on the toes until the 




Fig. VIIL 



i6 




heels are about three inches from the floor (see Fig. X), 

and return to the starting 
position with toes off the floor. 
It is permissible to maintain 
one's balance by touching a 
wall, chair, or any other ob- 
ject that allows the hand to be 
held about waist high and 
renders no other assistance in 
the exercise. 

Caittion. — During this ex- 
ercise the knees must be kept 
rigidly straight, and the body 
must not be allowed to sway 

backward and forward. All 
movement must be confined to 

the ankle joint. 

Groups of muscles used. — 

''Rising on the toes" and flexing 

the feet exercises principally the 

calf muscles, and also those on 

the anterior part of the leg near 

the large shin-bone. 

Sixth Exercise. 

Directions. — Flex the legs 
and thighs and sit on the heels, 
holding the trunk and head in an 
upright position, with arms and 
fingers extended forward, as Fig. X. 




1 7 




Fig. XL 



shown in Fig. XI. Now rise to a straight standing position, as 
in Fig. XII, with arms bent at a right angle, shoulders thrown 

back, and fingers clenched. In this ex- 
ercise the arms are to be thrust forward 
and the fingers extended as the body sinks, 
and returned to the sides again with fingers 
clenched as the body rises. 

Caiction. — It is not permissible to 
grasp any object or to assist in maintaining 
a balance. The accomplishment of this 
feat is a part of the test. The heels may 
be kept on the floor to assist in balancing, 
provided the body is not bent forward of the perpendicular. The 
body must be held in an upright position throughout the exercise. 
Groups of muscles used. — This exercise brings into power- 
ful action the large extensor muscles of the legs, which are on 
the front of the thighs ; and to a lesser extent, 
many muscles of the trunk, arms and feet, which 
are used in maintaining one's balance. 

Directions for Making the Test. 
Take the exercises in the order in which they 
are given, doing each exercise as many times as 
possible, but remembering that it is an all-round 
test, and that each exercise must represent at least 
a certain minimum per cent of the total work done 
in the allotted time. On the other hand, the amount 
of work done in any single exercise should not ex- 
ceed a certain maximum amount of the whole. The Q 
minimal amount required and the maximal amount ^^^'- ^^^- 



i8 



allowed for the different exercises, as well as the average amount 
usually attained, may be represented as follows : 





Minimal 


Average 


Maximal 


First Exercise 


7 per cent 


14 per 


cent 


21 per cent 


Second " 


4 ^' '' 


8 ^' 




j2 << << 


Third 


4 " <' 


8 '' 




12 " " 


Fourth '* 


12 " '' 


24 " 




36 - - 


Fifth 


5 " " 


10 '' 




15 - - 


Sixth " 


l8 a u 


36 - 




54 " " 



50 100 150 

By reference to the above table it will be seen that if the 
contestant does only a minimal amount of work in one exercise, 
he must do a larger amount in the others in order to qualify. 
On the other hand, if the contestant does a maximal amount of 
work in one of the exercises, he will necessarily have a less 
amount to do in some of the other exercises. The aim should 
be to distribute one's efforts over the several exercises in about 
the same proportion as indicated in the center column in the table. 

Note the number of times each exercise is taken, also the 
number of minutes occupied by all the exercises. Where it is 
desirable to take the rate and rhythm of the different movements, 
the timxC of each exercise may be noted. The amount of rest 
between exercises, and the manner of taking it, are left to the 
option of the person taking the test, but the time taken out for 
rest will be counted towards the total time allowed for the 
completion of the test. 

Time allotted for the test. — The total test of the six exer- 
cises must be completed within thirty minutes from the time 
the first exercise is started. As it is only by adhering strictly 
to this rule, that speed as well as endurance may be cultivated. 



19 

no exception will be made to it. In practice, a certain time 
must be allowed for each exercise, and the exercises must be 
so conducted that all may be performed within the thirty- 
minute limit ; otherwise, the person tested will be disqualified. 

How to Compute the Results of the Tests. 

1. In the first test multiply one-half of the total weight in 
pounds by one-half of the total height in inches^, and this product 
by the number of times the body was lifted, as described in the 
exercise. Divide this product by twelve, to reduce it to foot- 
pounds, and enter the result in the column under the heading 
opposite the abdominal exercise. 

2. In the second test multiply one-half of the total weight 
in pounds by the length of arm in inches. (Measure the arm 
extended forward, from the front of the shoulder when it is 
■drawn back, to the large knuckles of the firmly closed hand.) 
Multiply this product by the number of times the body is pulled 
up, as described, and divide this amount by twelve, placing the 
result in the column under foot-pounds opposite the arms and 
back exercise. 

3. The third exercise is computed in the same way as the 
second ; i.e., multiply one-half the body weight in pounds by 
the length of the arm measured as above. Multiply this prod- 
uct by the number of times the weight is lifted, and divide this 
amount by twelve, to reduce it to foot-pounds. Enter the result 
in the column under foot-pounds opposite the exercise for the 
arms and chest. 

4. In the fourth test multiply one-half the total weight in 



20 

pounds by one-half the total height in inches, and the product 
by the number of times this exercise is accomplished. Divide 
the result by twelve, and enter the quotient in the column under 
foot-pounds opposite the back exercise. 

5. In the fifth test multiply the total weight in pounds by 
three inches, and this product by the number of times the weight 
is raised on the toes and heels as one exercise. Di\dde the prod- 
uct by twelve, and place the result in the column under foot- 
pounds opposite the exercise for legs. 

6. In the sixth test multiply the total weight in pounds 
by one-half the height in inches into the number of times the 
weight is lifted. Divide the product by twelve, and place the 
result in the column under foot-pounds opposite the exercise for 
thighs. 

Add the number of foot-pounds for each exercise. The 
total sum is the number which determines your speed, strength 
and endurance, combined. This may be termed your physical 
efficiency^ and is the number which gives you your standing 
when compared with others, or your rating, should you enter the 
contest. 

Divide the total number of foot-pounds by the time in min- 
utes consumed in making the test, and the result will be the 
speed in foot-pounds per minute. 

The numerical equivalent for strength and endurance alone 
is not so easily shown. No one will question that the lifting of 
a great weight is a matter of strength, and that the lifting of a 
smaller weight a greater height, or a greater number of times, 
is more a matter of endurance. But can we not say that the 
ability to continue making great efforts in lifting weights or 



21 

maintaining great speed, with sudden changes in the direction 
of movement, is also a matter of strength as well as endurance? 
If we add the sums of the weights and heights and times 
lifted, we shall see the relations which these factors bear to 
one another, — relations which, strictly speaking, are not accu- 
rate, but which, nevertheless, afford us some sort of numer- 
ical equivalent of these important qualities, — strength and 
endurance. 

Directions for Fillin|( Out the Test Blank. 

In filling out the test blank (see sample test card, page 29), 
give the age in years and months. Give the name or initials, 
for identification, with name of school or number of street and 
place to be addressed. Give the sex, nationality and occupation, 
to aid in classification. Give the date in years, month and day. 
Give the height in inches and the weight in pounds, stating 
whether clothes are included. Measure the length of the arm 
extended forward, from the front of the shoulder when drawn 
back, to the largest knuckles of the hand when the fingers 
are clenched. Take the rate of the pulse and breathing imme- 
diately before and immediately after the test. If you can arrange 
to do so, have the pulse and breathing taken simultaneously for 
the first quarter of a minute ; then multiply the number in each 
case by four, and enter the result, as shown, in the sample test 
blank. Have the blank filled out with the figures, giving the 
results of your test according to the directions given. Have the 
report signed by a witness or an official examiner, if you desire 
to enter the contest. 



22 



Preparation for the Test. 

A test is a means of trial by which the presence or genuine- 
ness of certain quahties is shown. In the test v/hich has be(in 
described, the aim is to test the strength, speed and endurance 
of the average man, woman or child. The total result indicates 
the physical efficiency of the individual tested. As we have seen, 
the test consists of a series of simple exercises which bring into 
action all of the principal muscles of the body. These muscles 
have been developed in man through past ages by pushing, 
pulling, lifting, running, rowing ; in short, by flexing and 
extending body and limbs in very much the same way as is 
required by the exercises described. Ill a natural coildition of 
life the muscles would all be capable of responding to the 
demands made upon them, to the full extent of their power ; 
but under such conditions as most of us live at the present time, 
the muscles become weak and incapacitated from disuse ; con- 
sequently, when they are called upon to work to their full 
capacity, they are made lame and sdre for a few days, or until 
they can become accustomed to the increased demands made 
upon them. Under ordinary circumstances this muscle soreness, 
though sometimes a little painful and unpleasant, is perfectly 
harmless, and soon passes away under the influences of the same 
exercises that caused it. If the person tested has not been 
accustomed to take any kind of exercise, or if the exercises of 
the test are done too rapidly at first, or are too much prolonged, 
or if the person perspires freely and then fails to rub down or 
take a cool bath immediately after the exercise, the results that 
follow may be rather unpleasant. 



24 

the weight lifted by the height hfted in each exercise, as 
described in the method of computing the test, and di\dde 
the product by twelve. This will give one's personal factor for 
each exercise, which will vary very little from day to day, and 
which therefore may be entered as a constant for daily use. 
Keep account of the number of times you do each exercise from 
day to day, and multiply this number into yowx personal factor 
for each exercise. The result will be the number of foot-pounds 
of work done, as previously described. If you do not care to 
watch your progress too closely, a monthly account may be kept 
another way, as shown on page 30. This may be computed 
at the first of each month, after giving yourself a trial test. In 
this way your progress may be noted from month to month, 
and your substantial gains in physical efficiency recorded. The 
monotony of the test exercises may be varied by doing many 
other exercises which tend to develop the same muscles in a 
little different way. By beginning such a course cautiously, 
progressing slowly, and keeping at it persistently for six months, 
the progress that may be made in physical vigor and efficiency 
is simply surprising. As it is the intention of the author to 
supplement this pamphlet by a handbook of developing exer- 
cises, no attempt will be made at this time to give detailed 
instruction upon that important subject. 

The Use of the Test in Schools and Colleges. 

In order to make the test applicable to the needs of schools 
and colleges, some such scheme as the following is advisable : 
Every applicant for a position on a school or college athletic 



23 

A cold, lameness in the back and limbs, stiffness in the joints, 
etc., are likely to be the uncomfortable reminders of the lack of 
a little precaution in beginning a course of otherwise healthful 
exercises. Nearly all the muscle soreness that usually accom- 
panies a new exercise may be avoided if in starting one will 
but take the precaution to begin slowly, doing only a few exer- 
cises at one time, and gradually increasing the number from 
day to day, or from week to week, as the condition may require. 
A course of preliminary exercising or training for a few weeks or 
months should always be taken when a test of one's full powers 
of speed, strength ^nd endurance is anticipated, and a hard test 
should always be followed by a warm tub bath the evening of the 
day it is taken. 

The Test as an Exercise. 

One of the most attractive features about the Universal test 
is that it consists of a series of exercises that may be practiced 
themselves as a method of physical training or as a means of 
physical development. Where one desires to pursue such a 
course, it is advisable, after taking a little preparatory exercise, 
to give oneself a preliminary test, according to the method 
described. The result of this test will form a basis, or serve 
as a starting-point from which to measure one's gain in speed, 
strength and physical efficiency. After making a note of the 
first test, as reckoned in foot-pounds, a very good way to 
maintain the interest is to keep a daily account of the work 
actually done and the time taken to do it. This may easily 
be done by first determining one's personal factor for 
each of the six exercises described. To do this, multiply 



25 

team should have a careful physical examination or inspec- 
tion. This is necessary, not only to protect the weak against 
injury from athletics, but also to protect athletics from injury 
through the feebleness of the weak. Athletics are intended to 
give added strength to the strong, not to increase the debility 
of the weak and infirm. In order that a schoolboy or student 
may be permitted to engage in athletic contests, he should not 
only show an absence of all negative signs why he should not 
be allowed to compete, but he should also be expected to show 
certain positive signs why he should. The prohibitive signs 
should be organic disease, or physical or constitutional defects. 
The positive signs should be perfection of structure and har- 
mony of function, supplemented by such an exhibition of nerve 
force and physical ability as may be brought out in the test for 
strength, speed and endurance. As the results of the test may 
be expressed quantitatively or numerically, as has been shown, it 
can be graded to meet the requirements of the different classes 
of athletes. For instance, those who aspire to row in a Univer- 
sity boat race, or to play on the University football team, or to 
throw weights, or to engage in a boxing or wrestling contest, 
must be expected to make a higher test numerically than the 
aspirants for positions on a school or class team, or than those 
who desire to compete in baseball, cricket, tennis, and the 
various forms of running events in track athletics. 

The requirements of the new test at Harvard University are 
as follows: 

All students of Harvard University desiring to enter as com- 
petitors in athletic contests, are required to give evidence of 
their physical efficiency by making the following tests of speed, 



26 

strength and endurance, in addition to the regular physical 
examinations : 

Candidates for the University crew and football team, and 
weight throwers, are expected to make a total test of 80,000 
foot-pounds. 

Candidates for the University baseball nine, class crews and 
football teams, gymnastic, wrestling and sparring contests, 
70,000 foot-pounds. 

Candidates for the class baseball nines. Lacrosse, cricket, 
hockey, basket-ball and fencing teams, track and field events, 
60,000 foot-pounds. 

Holders of scholarships are expected to make a total test of 
50,000 foot-pounds. 

Distribution of Groups in Thousands of Foot-pounds. 
^ = 1 40 to I 5 o E = 90 to 1 00 J = 40 to 50 

A= 130 to 140 F=8oto 90 K= 30 to 40 

B= 120 to 130 G= 70 to 80 L= 20 to 30 

C= 1 10 to 120 H = 60 to 70 M= 10 to 20 
D= 100 to no 1=50 to 60 N^ otoio 

By reference to the above table of groups it will be seen 
that candidates for the University crews and football teams 
must get into or above group F. Candidates for class crews, 
football teams, etc., must get into or above group G. 

The average student's test will entitle him to a place in 
group I, whereas strong men and those of exceptional athletic 
ability will range upward in their classification through the 
groups D, C, B, A, etc. To get a place in the star group, one 
must make a total of at least 140,000 foot-pK)unds. This is 
equivalent to the amount of work required to row an oar in an 



2^ 

or cases such as are used for card catalogues. These cases 
should be kept at the office of the director of the gymnasium, 
or of the principal of the school, or in some room where they 
may be open to inspection by the pupils of the school or 
college. The test cards should be arranged after every exami- 
nation, and kept strictly up to date. As a stimulus to greater 
interest, prizes might be offered annually to the first, second 
and third pupils on the list, and honorable mention might be 
made of the first ten, twenty-five or fifty, according to the size 
of the school or college. 

In some thirty years I have not found a better way of supple- 
menting the work of the gymnasium and athletic field, and of 
awakening a broad, general interest in physical training among 
all classes of students, than the scheme just described. I am 
pleased to recommend it to the attention of the authorities of 
schools and colleges for both sexes, who are interested in the 
physical welfare of the young. 



27 

eight-oared racing shell at the rate of thirty-two strokes a minute 
for half an hour. 

This method of grouping the results of the tests will furnish 
a ready means of classifying other pupils who are not athletes, 
according to their physical efficiency. As the number of ath- 
letic teams is necessarily limited, and the number, therefore, 
who can engage in athletic contests is very small in proportion 
to the whole student population, the opportunity to compare 
one's strength, speed, endurance, etc., by the same tests as the 
athletes have been required to make, is readily appreciated. 
If one who has not been fortunate enough to make an 
athletic team through lack of ability in some other direction 
does equal the required test in physical efficiency, the knowledge 
of this fact often serves as a balm for his disappointment. 
In fact, it may be considered, with a good deal of assurance, 
as an excellent means of making the athletic attainments of 
the few contribute to the physical welfare of the many. From 
the arrangement of men in groups according to the results of 
their tests, a man is able not only to compete with his own 
record from week to week and from month to month, but also 
to compete with his group. In this way a man who is able to 
make only a fairly good test, recognizes that he is not thoroughly 
outclassed ; he may even be at the head of his group. In order 
to create and keep up a personal interest, each pupil examined 
should be furnished with a test card, on which there is a copy 
of his record and an indication of the group to which the 
results of his tests assign him. A record of each pupil's test 
should also be copied on tabulating cards, which should be 
arranged in groups in order of superiority and placed in drawers 



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Explanation of Timetable Chart. 

In keeping account of the work done and progress made in a 
schedule of exercises, the Timetable for Tests and Exercises 
may be used with great interest and convenience. 

The figures at the top of the table refer to the number of 
weeks in the course, and the intervening lines indicate the days 
of the week. 

The figures at the right and left of the table may be used to 
indicate the number of times each exercise is done from day 
to day, the number of thousand foot-pounds attained in the test 
for physical efficiency, or the rate per minute of doing the 
different exercises. 

In using the table, follow the rate and times for each of the 
prescribed exercises, as indicated by the curved lines on the table, 
or chart. 

To indicate the gain in physical efficiency, make a dot on the 
chart the first day the test is taken, at the number of thousand 
foot-pounds attained ; then make another dot, a week later, of 
the number of foot-pounds attained, and so on, from week to 
week or month to month. Connect the dots with a line, which 
will plainly indicate the progress made. 



